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In this edition:
- A message from the Director of Education
- Senior Leaders' Briefing
- Inspection Updates
- Enhanced Service Plan 24/25
- Governance Handbook Replaced
- Changes to the Academy Conversion Grant
- Admissions
- Attendance
- Parental Requests for Wraparound Care
- Updated Sport and PE Guidance
- Governor Recruitment
- Governor Briefing: Monitoring the Impact of Your Vision
- Chair of Governors' Network
- Support for Disadvantaged Pupils
- Heads and Chairs Working Together
- Teacher Workload and Behaviour Management
- Flexible Working Requests
- Child Poverty on the Increase
- School Leaders' Conference
- Additional Updates
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A message from Simone Bennett,
Diocesan Director of Education
Dear Governor Colleagues,
Welcome back to the start of a new term. I hope that the Easter break was more than just a religious holiday and that, whatever your tradition, you found time and space to reconnect with yourselves, others and the world around you. In the Church of England, Eastertide continues through to the middle of May and reminds us that renewal, reflection, and hope are not just for the school holiday.
As governors, you continue to play a pivotal role in leading our schools through some particularly challenging times. Some of those challenges are reflected in this latest issue of our Governor Update. I’m sure that you will find hope and encouragement in this Update too. There is advice and a range of opportunities to engage with the work of our team. We are especially excited by the line-up for our School Leaders’ Conference which has been designed especially to address some of the key challenges our schools are facing today.
Please can I ask that your school once again signs up for the Enhanced Service Plan for 24/25. Schools have told us that it is good value for money and we have shared some of the very positive feedback we have received. Recognising the challenges, we have kept prices as low as possible and have been able to freeze some service costs too. As a Church school, working closely with us ensures your school is always supported in a bespoke way and up to date with the latest information. It also enables us to have such a strong Diocesan team available for our whole family of schools, wherever they are on their journey. Thank you so much for your support.
As always, thank you for all you do in your governance roles, bringing wisdom and care to your school communities. In a world that can sometimes feel uncertain and chaotic, Easter reminds us that there’s always light at the end of the tunnel and signs of Spring are around us when we make time to notice.
Let’s continue to travel hopefully together this Eastertide and I look forward to seeing you at this term’s Senior Leaders’ Briefing, on April 18th 5 – 6 pm.
God bless.
Simone
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Senior Leaders' Briefing
Thursday 18th April 5 pm - 6 pm
FREE to schools in the ESP
A termly meeting for senior leaders, including governors, to update them on national, local and diocesan matters. An excellent opportunity to keep up to date and network with colleagues from across the diocese.
Please note, that you will need to enrol even if you booked last time.
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Inspection Updates
SIAMS
Inspections 24/25
The list of schools likely to be inspected in 2024/25 has been published. All schools on the list have been emailed but you can access the list below. Do take care to look under the Diocesan area of Leeds and not by local authority area.
Published list of schools that are likely to be inspected in 24/25.
National SIAMS Survey
Dr. Margaret James, National Director of SIAMS, has launched the first national survey on SIAMS. There is no limit on the number of participants, so is encouraging everyone to take part. The survey is open now and it will close at midnight on Friday 3 May. Please take time to respond and pass it on to the rest of the board.
National SIAMS survey
If your governing board would like help to prepare for your SIAMS inspection, please don't hesitate to contact your named adviser. Remember all of our team are serving SIAMS inspectors. You might also want to attend the course below:
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New to the SIAMS Framework
Tuesday 2nd July 1 - 3.30 pm
Church House, Leeds
£85 for schools in the ESP
Join us for this half-day exploration of what this means to schools. This session is for all those new to the SIAMS framework and is suitable for all school leaders and governors.
Please note that much of the content is a repeat of the 10/10/23 course.
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OFSTED
Complaints
New procedures for challenging Ofsted inspections took effect on April 5th. Schools may now request a review of their inspection, covering inspector conduct and judgements by filing a formal complaint upon receipt of their draft report. Schools unsatisfied with the complaint process can now turn to the Independent Complaints Adjudication Service for Ofsted directly, as the internal review process has been eliminated. You can read the updated guidance here.
English subject report
In March, Ofsted published their English subject report titled 'Telling Stories'. In summary, the report emphasises the need to encourage the teaching of speaking and listening to enhance students' communication skills and warns against exam-centric teaching in English. While reading and phonic instruction have improved, the curriculum for writing and spoken language needs further work. You can read the full report here.
The 'Big Listen'
In partnership with our schools, we are aware of the significant challenges faced by schools as a result of Ofsted. We encourage all of our schools to respond to their ‘Big Listen’ initiative launched by Sir Martyn Oliver last term, the details of which can be found below. The survey doesn't always get to the heart of some of the issues raised by school leaders. Our advice is to make full use of the open text boxes to make your views known. Details of Ofsted's Big Listen survey can be found here.
Education Select Committee
For those who wish to reflect further on Ofsted's work, the Education Select Committee published a report last term where a review of Ofsted’s single-word judgements was among a series of recommendations that the Committee issued to the inspectorate and the Government. This report can be accessed here.
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Enhanced Service Plan 24/25
We are pleased to publish the details of our Enhanced Service Plan (ESP) for the academic year 2024-25. Support runs from September to August, but as we know many schools plan with the financial year, we are sending the details now. This has been emailed to all schools. Do click on the image to access it and take a look at some of the additional options including headteacher performance management, career pathways and governor training, all at reduced rates for schools that subscribe to the Enhanced Service Plan.
As we receive no public funding, our provision depends on contributions through the ESP. As well as the wide range of support it provides, it also ensures additional cost-free support is available for schools during times of vulnerability, which many schools experience over time; headteacher recruitment and induction; and support on buildings, admissions, academy conversion and much more.
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Back copies of Governor Updates are now stored on ESP Online. | |
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We were delighted that 99% of our schools signed up last year. Of those that responded to our recent survey, 97% of our schools would recommend our work and are satisfied with their support and the value for money it offers.
As one headteacher in Calderdale remarked, “I feel very well supported by the full team. There is a warmth alongside a clear understanding of the demands of our role as senior leaders.”
We have been able to keep the cost for the SLA for 2024-25 to a minimum, as we are mindful of the pressure on your school budgets at this time. We have also held the cost of support for headteacher appraisal at 2023 prices.
We are grateful for your continued support.
Sign up for the ESP 24/25 here.
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Governance Handbook Replaced
The Department for Education (DfE) has published 2 new governance guides, to replace the governance handbook:
Boards that are already working effectively will not need to change the way they work as a result. Therefore all that is required is to:
- make sure everyone on your board is aware of and can access the right guide for your school type
- remove any copies of, or reference to, the previous governance handbook in your board's files and documents including induction materials
The list of statutory policies that schools and academies must have has now been incorporated into the relevant governance guides. Non-statutory policies are not included. As a reminder governors should note that boards remain accountable for these documents, and the policies and procedures contained within them.
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Changes to the Academy Conversion Grant
The Department for Education (DfE) is changing the way it awards grants to schools that voluntarily choose to become academies. At present, schools who apply to become academies are eligible for a £25,000 conversion grant to cover costs incurred to complete the conversion process. In an update on 21st March, the DfE confirmed that from 1 September 2024, the qualification criteria for the grant will change.
What will be different?
Schools that choose to convert to academy status and join a Multi Academy Trust (MAT) will only be eligible for the grant if they are making an application to join a MAT at the same time as two or more other schools. Each school in the group will continue to be individually entitled to the full amount of £25,000. This change does not apply to special and alternative provision schools that will still be eligible as single-school convertors. This does not necessarily mean you have to find the other two or more schools, as the MAT and Diocese will know which other schools may be on a journey to join.
How will this affect our next steps?
If your school is at the latter stages of deciding to become an academy and you want to access the conversion grant then you must register your interest with the DfE by 26th April. If you haven’t done so, you must seek approval from the Diocese before this date by completing form A1 which can be accessed here. Make sure that you keep in regular contact with the CEO of your chosen multi-academy trust. There are three key dates to be aware of. The exact wording from the DFE website is as follows: ‘If you’ve not already started your conversion application and would like it to be considered under the current eligibility criteria, you must register your interest by 26 April 2024 and submit your application by 7 June 2024. A Regional Director must have approved it by 1 September 2024 to allow you to receive your grant. The actual date of conversion can be confirmed later.’
If you are yet to decide to become an academy we advise that you do not rush the decision because of these DfE changes. You should continue with your process of due consideration as planned. This should include discussions with your named adviser in the first instance and then conversations with all the relevant MATs for your area. Your named adviser can help you to identify which MAT options are available to you. All eleven MATs across our Diocese welcome enquiries and will be able to share the benefits of being part of a trust.
If you decide to become an academy at a later date the new arrangements will apply. However, remember that the changes to the process do not mean that it will be the responsibility of schools to find two other partner schools to convert with although they could. Multi Academy Trusts, in partnership with the Diocese, will be able to support this process.
Please contact your named adviser or the CEO of your chosen MAT home if you have any questions or queries on how these changes may affect your setting.
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Admissions
For those schools that are responsible for their admissions
Please ensure that you have officially agreed and minuted at a full governing board meeting your admissions arrangements for the academic year 2025/26, the deadline for this was 28/2/24. These should then have been published on your school website by 15/3/24. These are statutory deadlines set out in the Admissions Code.
Governors should consider the review of their admissions arrangments this term to allow sufficient time should a change and consultation be required in the autumn.
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Improving fairness in admissions
Fair admissions policies enable pupils from a wide range of socio-economic backgrounds to attend their schools. As we reported in our last Governor Update, the Sutton Trust research has found that there are still many state comprehensive schools that are in effect socially selective, with admissions policies and the local housing market preventing many families from accessing their settings. We understand that schools might be keen to do more to make their schools more inclusive. To help schools change their approach to admissions, the Sutton Trust has launched its Fair School Admissions Pledge and the Fair School Admissions Award. We hope that forward-thinking, values-driven school and MAT leaders will want to join this initiative.
Fair School Admissions Pledge and the Fair School Admissions Award
If you would like further advice on your admission policy contact your named adviser.
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For those who missed it last term, the DfE published an updated Working Together to Improve School Attendance Guidance in March. This will become mandatory in September. Changes include expectations on supporting pupils with mental health or physical ill health, new fine rates, absence thresholds at which penalties must be considered, requirements to share daily data and new absence codes. New expectations on schools and local authorities are summarised on page seven of the document. | |
Parental Requests for Wraparound Care | |
As governors will be aware, the government wants all schools to offer childcare from 8 am to 6 pm. Last term they provided guidelines to schools on how to handle requests from parents, carers, or childcare providers for this. DfE figures show that most schools already offer some extra care, but not all of it suits parents' working hours. The government wants to change this by giving parents more say in asking for better childcare options. We recognise that this is aspirational for many of our schools.
We suggest that at least one governor makes themselves aware of the following DfE guidance documents:
Wraparound Childcare Guidance for Schools
Responding to Requests for Wrapround Childcare
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Updated Sport and PE Guidance
At the end of March, the DfE released updated guidance to help schools ensure equal sports opportunities for both girls and boys. This guidance outlines how schools can align with the goals of the national curriculum, the school sport and activity action plan, and the Chief Medical Officers’ physical activity guidelines. It also offers examples of different approaches schools can take to provide at least 2 hours of PE per week and ensure equal access to PE and extracurricular sports and competitions.
You can read the updated guidance here.
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Governor Recruitment - End of Government Funding | |
The Department for Education (DfE) has announced the end of funding for Inspiring Governance, the governor and trustee recruitment service, effectively marking the end of any government funding for school and trust governance.
Our governing boards have had mixed results using the service, usually geography-related. However, Inspiring Governance has helped recruit 8,000 school governors and trustees nationally since it launched with government funding back in 2016.
This is at a time when we know governor vacancies are a considerable issue for many of our boards. An NGA survey in 2022 found two-thirds of school or trust governing boards had at least one vacancy, with the number of empty posts hitting a six-year high.
Government funding of the service ends in September.
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We have updated our guidance on foundation governor vacancies. It isn't a list of ready and willing volunteers but it is full of ideas picked up over time by our team. It may help support your search.
Top tip: Look for governors before you have a vacancy.
You can access the updated guidance here.
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Governor Briefing: Monitoring the Impact of Your Vision
Tuesday 14th May 6 - 7 pm
FREE to schools in the ESP
How should we review our theologically rooted Christian school vision? Where should we look to see the impact of this? How might we best articulate the impact of our vision on pupils and adults?
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Chair of Governors' Network
Tuesday 7th May 6 pm - 7 pm
FREE to schools in the ESP
A termly opportunity for those in the role of Chair of Governors to share ideas and resources and discuss matters relating to the leadership of the board. You may wish to invite your vice-chair of governors as part of your succession planning process.
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Support for Disadvantaged Pupils | A report by the Education Policy Institute (EPI) shows that while the gap in outcomes between disadvantaged and non-disadvantaged pupils has slightly reduced from its peak during the pandemic, it remains significantly wider than before the outbreak. Moreover, there has been a rise in the number of persistently disadvantaged pupils, both in primary and secondary schools. The report also indicates that the disparity within the persistently disadvantaged group is nearly twice as large as that between disadvantaged and non-disadvantaged pupils. You can read the report here: Measuring the Outcomes of Disadvantaged Pupils Using Star Assessments Report. | |
To support schools with the current challenge of closing the educational gap between disadvantaged and non-disdvantaged pupils, we have invited Mark Rowland to present at our annual School Leaders' Conference. Mark is a national expert in addressing educational disadvantage and advises many schools, local authorities and the DfE on such matters. You can find out more and book a place at our conference here. | |
Support for Disadvantaged Pupils | |
Separately, EPI has published its latest research concerning outcomes for pupils who have experienced multiple suspensions. On average, suspended pupils lag behind their non-suspended peers by a year in their academic progress, often failing to pass key exams like GCSE English and Maths. The study also highlights that those suspended frequently, especially ten times or more, face a significantly higher risk of permanent exclusion. They are more likely to have special educational needs, particularly related to social, emotional, or mental health issues. The report urges schools and colleges to implement early intervention strategies for at-risk students and improve identification and support for those with additional needs. You can read the report here: Outcomes for Young People Who Experience Multiple Suspensions Report.
A recent report commissioned by Teach First underscores the vital role of governing boards in fostering inclusive secondary school environments. The report identifies five key elements of an inclusive school culture: trust and professional judgement, consistency and flexibility, communication and collaboration, critical reflection, and community connection. It emphasises the importance of committed governance in shaping and maintaining such environments, advocating for collaborative efforts to promote inclusivity in secondary education. You can read the Belonging Schools Report here.
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To support schools with the current challenges around inclusion, we have invited Gary Aubin to present at our annual School Leaders' Conference. Gary is the author of 'The Lone Sendco' and the EEFs content specialist for Special Educational Needs and Disabilities. You can find out more and book a place at our conference here. | |
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Feedback from heads and chairs:
'The impact of this course was better than expected, it was good to have a safe space to work 1 to 1 with the headteacher'
'Excellent ideas and strategies to further improve our work '
'...lots of practical ideas to take back and implement...useful and valuable!'
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Teacher Workload and Behaviour Management | |
The Department for Education (DfE) released key findings in February from the second wave of the 'working lives of teachers and leaders' survey,
which gathered responses from over 10,000 teachers and leaders concerning workload, well-being, pay and professional development. According to the survey results, 36% of teachers and leaders expressed intentions to leave the state school sector within the next 12 months, excluding retirement. This marks an increase from 25% in 2022. Notably, the primary reason cited for considering departure was high workload, with 94% of respondents identifying it as a significant factor.
The DfE has updated its guidance materials and pulled together resources to support staff wellbeing and workload. You can access this here.
Teacher Labour Market in England Annual Report 2024
NFER, backed by the Nuffield Foundation, highlights ongoing recruitment and retention challenges exacerbated by increased teacher workload post-pandemic. Teacher workload surged in 2022/23 compared to the previous year, driven by behaviour and pastoral support demands. Despite the government prioritising workload reduction, teachers' working hours continue to surpass those of similar graduates in other professions. This trend is concerning as workload remains the primary reason for teachers leaving the profession.
NFER's research underscores that pupil behaviour is a major contributor to heightened workload, emphasising the need to prioritise behaviour management and pastoral care for workload reduction. Teachers advocate for increased support from external agencies for specific pupil needs like SEND support, mental health and safeguarding.
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To support schools with the rise in challenging behaviours, we have invited Adele Bates to present at our annual School Leaders' Conference. Adele is an author and internationally known expert on support for young people with challenging behaviours. You can find out more and book a place at our conference here. | |
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Flexible Working Requests
Changes to the law come into effect at the start of this term regarding flexible working. Consequently, the DfE has updated its guidance. Staff can ask for flexible working hours from their first day on the job, and they can make two such requests every 12 months.
You can read the updated guidance here.
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Child Poverty on the Increase | |
Many of our schools do an amazing job on the frontline of supporting families that face economic challenges. These growing concerns about poverty are evident because of the rising numbers facing destitution, the most severe hardship, described as not being able to afford basic necessities such as food, bedding, energy and clothing. In 2022, nearly 4 million people experienced this extreme poverty.
Data published last month from the Department for Work and Pensions reveals:
- Around 69% of children in poverty live in families where at least one parent works, and 44% of children in single-parent families are in poverty.
- An estimated 2.9 million children are in deep poverty, with their income at least 50% below the poverty line.
- Almost half (46%) of families with three or more children are in poverty.
- About 8% of pensioners struggle to afford food, bills, or heating, marking a 2 percentage point increase from the previous year and the first rise in material hardship among pensioners since 2014.
- Child poverty also rose based on a measure preferred by campaigners, with 100,000 more children falling below the poverty line, bringing the total to 4.3 million children in poverty in 2022-23 according to this calculation.
For governors wishing to review how they support in these circumstances we recommend the work of the Child Poverty Action Group who provide a wide range of resources and support materials for schools.
Child Poverty Action Group Resources.
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Other items of news which may be of interest... |
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New polling of over 2000 parents across the UK released by the Children's Food Campaign to mark International School Meals Day 2024 reveals overwhelming parent support for expanding school meals to all children. This is as well as the desire to see more healthy and planet-friendly options on school menus. You can read the findings here.
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The Race and Inclusion in Secondary School Art Education Report reveals the stark underrepresentation of minoritised ethnic artists in GCSE exam papers, with only 2.3% mentioned. Furthermore, 80% of surveyed Black students seek a more diverse art curriculum. The report also notes art teachers' limited familiarity with works by minoritised ethnic artists. To tackle these issues, school governing boards must push for a more inclusive curriculum, support teachers with resources, and promote diversity in art education.
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The Children's Commissioner has warned of prolonged waits for mental health treatment for over a quarter of a million children and young people. In 2022-23, nearly 950,000 had active referrals, with only 32% receiving treatment, 39% having their referrals closed before treatment and 28% still waiting for a second contact. Regional disparities persist with some waiting over three years. While average wait times range widely, from four days to over 200 days. You can read more here.
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© Anglican Diocese of Leeds, 2024
Diocesan Education team
Church House, 17-19 York Place, Leeds, LS1 2EX
0113 200 0540
info.ed@leeds.anglican.org
www.leeds.anglican.org/education/home
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